Characterlife
Familybackground
JeanPiaget(JeanPiaget)wasbornonAugust9,1896InNeuchâtre,Switzerland.Piaget’sfather,ArthurPiaget,wasaprofessorattheUniversityofNachatel,mainlystudyingmedievalhistoryandliterature.SincePiaget’sfatherstudiedthehumanitiesfield,heattachedgreatimportancetoPiaget’sscientificconcepts,andfocusedmoreoncultivatingPiaget’sfactualismandlove;Piaget’smother,RebeccaJackson,wasoneofthem.Adevoutreligiousbeliever,sheinsistedthatPiagetreceivestrictreligioustraining,andforPiaget,shechoseagodfatherKnutwhohasalotofresearchonphilosophy.Piagetistheeldestsoninthefamily.ThisfamilybackgroundgivesPiagettheopportunitytogetintouchwithandthinkabouttheknowledgeofphilosophyandscience,andthendevelopasetofuniqueideasandinsightsthatbelongtoPiagethimself.Becauseofhisfather'steaching,Piagetpaidattentiontoseekingknowledgethroughscientificsystem.
ExtraordinaryYouth
In1907,10-year-oldPiagetfoundasmallsparrowwithalbinisminthepark,andthenwroteanarticleaboutthealbinosparrow.AndsentittotheNeuchâtreJournaloftheHistoryofNaturalSciences"FirTree"forpublication.Inthearticle,Piaget’smeticulousobservationanddetailedanalysisallowedhimtoobtainthecuratoroftheNeuchâtreMuseumofNature,collectspecimenswithhim,andhirehimtoparticipateinthestudyofmolluscs.Subsequently,PiagetpublishedaseriesofpapersrelatedtomollusksandquestionedtheorthodoxMendeliantheoryofevolution;thesechallengingtextshavehadagreatresponseintheEuropeanzoologycommunity.
Studyingcareer
Inmiddleschool,Piagetoftenwentonvacationwithhisgodfather.Piagetwasinspiredbythegodfathertodevelopaninterestinepistemology.
In1915,19-year-oldPiagetreceivedabachelor'sdegreeinbiology.Later,hecontinuedtostudyforaPhDinbiologyandatthesametimeaPhDinphilosophy.WhilestudyingattheUniversityofNeuchâtre,Iwasinterestedinphilosophy,physiologicalpsychologyandlogic.Hebelievedthattheintegrationofbiologyandphilosophywasashortcuttoepistemology,andhebecameinterestedintheoccurrenceanddevelopmentofchildren'sthinkingandbegantoturntopsychology.
In1918,hereceivedadoubledoctoratedegreeinbiologyandphilosophy.Inthesameyear,PiagetwenttoZurichtoworkinthepsychologicallaboratoriesofLiebsandReschner,andstudiedpsychoanalysisattheBrulerPsychiatricClinic.
In1919,PiagetwenttotheUniversityofParistostudypathologicalpsychology,aswellasscientificlogicandphilosophy.
In1921,hereceivedaPh.D.intheFrenchNationalScience,andtheninParistotheassistantoftheintelligencetestscholarSesimontostudythepsychologyofchildrenintheBinalaboratoryofanelementaryschool,andwascommissionedbySimontoapplyBode’sreasoningtesttomeasureParischildren,andstandardize.
WritingandCommenting
In1921,PiagetwasinvitedbyClabaredoftheUniversityofGenevatoserveastheresearchdirectoroftheRousseauInstituteoftheUniversityofGeneva.Sincethen,hehasestablishedhisown"geneticepistemology"System.Duringthisperiod,PiagetmarriedhiswifeValentineChatnet.
From1925to1929,Piagetworkedasaprofessorofpsychology,sociologyandphilosophyattheUniversityofNeuchatelIn1925and1927,histwodaughters,JacquelineandLuciana,werebornsuccessively,andPiaget’ssonLorenwasbornin1931.Withtheassistanceofhiswife,Piagetspentalotoftimeobservingchildren'smovementsandperformingvariousactivities.Experiment.Hisresearchonhisthreechildrenprovidedhimwithanimportantfoundationforthecreationofthetheoryofchildren’spsychologicaldevelopment.
From1929to1954,PiagetwasaprofessorofthehistoryofscientificthoughtattheUniversityofGenevaandwasalsoaRousseauInstitute.AssistantDean,andhealsoservedasDirectoroftheGenevaInternationalEducationAgencyuntil1967.Heresignedin1967.
By1932,Piagethadpublishedarticlessuchas"Children’sLanguageandThinking","Children’sJudgmentandFivebooksonchildren’spsychology,includingReasoningandChildren’sWorldConcept.Theseworksmadehimfamousathomeandabroadandbecameaninternationallyrenownedauthorityonchildpsychology.Atthesametime,Piagetwasinthedecadeof1929-1939,Persistinginthestudyoftheformationandhistoryofthemainconceptsinmathematics,physicsandbiology,andattheRousseauInstitute,hewasengagedinthestudyofchildren'smovementsandthinkingactivitiesonalargerscale,andconductedaseriesofexperiments.PiagetwasappointedtoGenevafrom1932to1971PresidentoftheUniversityEducationalScienceAssociation.
In1937,Piagetpresentedapaperonchildren’sspecificoperationsandtheoverallstructureofoperationsattheInternationalConferenceonPsychologyinParis.
From1938to1951,PiagetwashiredasProfessorofExperimentalPsychologyandSociologyattheUniversityofLausanne.From1939to1951,theUniversityofGenevahiredhimasProfessorofSociology.
Since1940,hewasappointedtotheRousseauInstituteoftheUniversityofGeneva(nowrenamedSchoolofEducation)DeanandDirectorofExperimentalPsychologyLecturesandPsychologicalLaboratory.SwitzerlandestablishedthePsychologicalAssociation,andhewasre-electedasthechairmanoftheAssociationforthreeyears.
From1939to1945,Piagetengagedintwoaspectsofresearch:children’sarrivalPerceptualdevelopmentinadulthoodandthedevelopmentofchildren’sconceptsoftime,movement,andspeed,aswellasthedevelopmentofbehaviorsrelatedtotheseconcepts.
From1952to1964,PiagetservedasaprofessorofgeneticpsychologyattheUniversityofParis.
In1954,the14thInternationalConferenceonPsychologywasheldinCanada,andhewaselectedasthePresidentoftheInternationalPsychologicalSociety.
From1955,heservedasthedirectoroftheInternationalResearchCenterforEpistemologyinGenevauntil1980Steppeddown.The"GenerationEpistemology"hefoundedmainlystudiesthepsychologicalstructure(ie,cognitivestructure)asthebasisofknowledgeformationandexploresthemechanismofnewknowledgeformationintheprocessofknowledgedevelopment.Thecenterbringstogetherwell-knownscholarsfromvariouscountriestostudytheoccurrenceanddevelopmentofchildren'scognition.Accordingtoareportin1970,22volumesofmonographshavebeenpublished.
Piaget’s"BiologyandCognition"publishedin1967summarizedtheresultsofhislife'sresearchwork.
From1971to1980,PiagetwashiredasanhonoraryprofessorbytheUniversityofGeneva.
Laterlife
InviewofPiaget’soutstandingcontributions,theAmericanPsychologicalAssociationawardedPiagetthe"OutstandingScientificContributionAward"whenhewas73yearsold(1969).
In1972,Piagetwrotethearticle"TheRighttoEducation",advocatingthatthefundamentaltaskofpedagogyistoenablechildrentodevelopcomprehensively,sothateverychildcanhaveaperfectpersonality.HishonorarystatusintheNetherlandsisequivalenttothe"Erasmus"prizeoftheNobelPrize.
Inthesameyear,Piagetretired.Afterretiringfromhisposition,hereturnedtothemountainsofSwitzerlandtorecuperate;however,Piagetdidnotgiveuphisresearchworkbecauseofhisretirement.Cognitivetheory"-thephilosophicalbasisofepistemologyisbasedonscience.
In1977,theInternationalPsychologicalAssociationawardedPiagetthe"EdwardLeeThorndike"award,whichisthehighesthonorinthepsychologyfield.
HediedinSwitzerlandin1980attheageof84.Piagethasbeenexploringinhislife,leavingmorethan60monographsandmorethan500paperstofuturegenerations.Hehaslecturedinmanycountriesandwondozensofhonorarydoctorate,honoraryprofessorandhonoraryacademician.
Theoreticalsystem
Thecoreconceptofepistemology
Piaget’stheoryofcognitivedevelopmentgetsridofthedisputesandentanglementsbetweengeneticsandenvironment,andclearlyputsforwardinternalcausesThedevelopmentviewthatinteractswithexternalfactors,thatis,psychologicaldevelopmentistheresultoftheinteractionbetweenthesubjectandtheobject.Piagetbelievesthatintelligenceisaformofadaptationwithdynamiccharacteristics.Astheenvironmentandorganismsthemselveschange,thestructureandfunctionofintelligencemustconstantlychangetoadapttochangingconditions.
InPiaget’stheory,formatcanbeseenasasubstructureinthecognitivestructureofanorganism,butalsoasasubstructureinthecognitivestructureAnelement.Cognitivestructureistheoverallformofacoordinatedformat.
Heappliedtheconceptofbiologicalassimilationtopsychology,whichmeansthatpeopleintegratethefreshstimulitheyperceiveintotheoriginalformattoachievetherightTheunderstandingandassimilationofthingsisoneofthemechanismsforthegrowthofindividualcognition.
AccordingtoPiaget’spointofview,Balancereferstomultipleunbalancesandrebalances,leadingtoaprogressionfromastateclosetoequilibriumtoaqualitativelydifferentequilibriumstate.develop.Andautomaticadjustmentisthethirdpartybetweenassimilationandcompliance,whichadjustsassimilationandcompliancetoachieveabalancebetweenthetwo.
Piagebelievesthatallknowledge,fromthefunctionalmechanism,istheunityofassimilationandHue;fromthestructuralmechanism,itistheinternalizationandexternalizationofthesubject'scognitivestructure.Unificationofapplications.Theoperationistheelementthatcomposesthecognitivestructure,andeachoperationisconnectedtoformthewholestructure.
Constructivistdevelopmentview
Piagetbelievesthattherearefourconditionsfordevelopment,namelymaturity,practicalexperience,theroleandbalanceofthesocialenvironment,thefirstthreearethethreeofdevelopment.Thisisaclassicfactor,andthefourthconditionistherealreason.
Piagetbelievesthatpsychologydoesnotoriginatefrominnatematurity,norfromacquiredexperience,butfromaction.Thatistosay,actionisthesourceofcognitionandtheintermediaryoftheinteractionbetweensubjectandobject.Theearliestactionisaninherentunconditionalreflex.Whenchildrenareborn,theyrespondtoexternalstimuliwithavarietyofunconditionalreflexes,sendoutsignalsoftheirownneeds,andinteractwiththesurroundingenvironment.Thevariousactivitiesandpsychologicaloperationsthathavebeendevelopedsubsequentlyplayanintermediaryroleintheinteractionbetweenthesubjectandtheenvironmentinthepsychologicaldevelopmentofchildren.Thefourthfactorbalancepromotestheharmoniousdevelopmentbetweenassimilationandadaptation,andmakesmaturity,practicalexperienceandsocialenvironmentinacoordinatedstate.Moreimportantly,asaprocess,thetendencytobalancealwayspusheschildren'scognitiveleveltoahigherlevel.Whenthelow-levelbalanceisbroken,duetothistendency,thebalancecanberestoredatahigherlevel,whichleadstothedevelopmentofintelligence,whichisthemostfundamentalfactor.
StageTheoryofChildren’sCognitiveDevelopment
Piagetdivideschildren’scognitivedevelopmentintothefollowingfourstages:
Perceptioncomputingstage
b>(SensorimotorStage,SensorimotorStage,0-2yearsold)Themaincognitivestructureofchildrenatthisstageistheperceptualmotorschema.Withthisschema,childrencancoordinatetheperceptualinputandactionresponse,andthusrelyontheactiontoadaptenvironment.Throughthisstage,thechildgraduallydevelopsfromanindividualwithonlyreflectivebehaviortoaproblemsolverwhohasapreliminaryunderstandingofhisdailylifeenvironment.⒉Pre-operationalstage(preoperationalstage,2-7yearsold)childreninternalizeperceptionactionsintorepresentations,establishsymbolicfunctions,andusementalsymbols(mainlyrepresentations)tothink,Sothatthethinkinghasaqualitativeleap.
⒊Concreteoperationstage(ConcreteOperationsStage,7-11yearsold)Inthisstage,thecognitivestructureofchildrenevolvesfromtherepresentationalschemainthepreviousoperationstagetoanoperationalschema.Thecharacteristicsofspecificcomputationalthinking:Conservation,self-centerednessandreversibility.Piagetbelievesthatthementaloperationsofthisperiodfocusedonabstractconceptsandwerecomputational(logical),butthinkingactivitiesneededthesupportofspecificcontent.
⒋FormalOperationalStage(FormalOperationalStage,whichhasbeendevelopingsincetheageof11)Duringthisperiod,children'sthinkingdevelopstothelevelofabstractlogicalreasoning.Itsthinkingformgetsridofthecontentofthinking,andchildreninthestageofformaloperationcangetridoftheinfluenceofreality,payattentiontohypotheticalpropositions,andcanmakelogicalandcreativereflectionsonhypotheticalpropositions.Atthesametime,childrencanperformhypothesis-deductivereasoning.
PersonalWorks
MainWorks
Era | BookName |
1924 | "Children'sLanguageandThought" |
1924 | "Children'sJudgmentandReasoning" |
1926 | "Children'sConceptoftheWorld" |
1927 | "Children'sConceptofPhysicalCausality" |
1932 | "Children'sWorldRepresentation" |
1932 | "Children'sMoralJudgment" |
1936 | "TheOriginofChildren'sWisdom" |
1945 | "TheFormationofChildren'sSymbols" |
1950 | "PsychologyofWisdom" |
1955 | "TheDevelopmentofLogicalThinkingfromChildrentoYouth" |
1959 | "TheEarlyFormationofChildren'sLogicalThinking" |
1970 | "PrinciplesofGeneratingEpistemology" |
1970 | "Constructivism" |
1981 | "EducationalScienceandChildPsychology" |
Otherworks
Era | Name |
1946 | TheChild'sConceptionofTime |
1951 | TheOriginoftheIdeaofChanceinChildren |
1953 | LogicandPsychology |
1961 | TheMechanismsofPerception |
1966 | Mentalimageryinthechild:astudyofthedevelopmentofimaginalrepresentation |
1968 | Memoryandintelligence |
1970 | PsychologyandEpistemology:TowardsaTheoryofKnowledge |
1977 | TheGraspofConsciousness:Actionandconceptintheyoungchild |
Charactercontribution
Promotingtheenrichmentanddeepeningofscientificepistemology
Piagetadoptedasystematichistoricalmethod,andabsorbedneurophysiology,biology,anthropology,logic,mathematicallogic,systemtheory,cybernetics,andinformationtheory.Inparticular,hecloselycombinedepistemologyandpsychologytocreateEpistemologyofoccurrence.Piagetintroducedtheresultsofpsychologyintotheepistemology,andproposedtheintermediarytheoryofactivity,thetheoryofsubject-objectinteractionandthetwo-wayconstructivisminepistemologicalactivities.Theseallrevealedthedialecticalmovementlawofcognitionformationandenrichedthecontentoftheoriginalepistemology.Changingthestructureandsystemoftheentireepistemologyhaspromotedthedevelopmentofscientificepistemology.
Promotingthedevelopmentofchildpsychology
The"GenevaSchool"foundedbyPiagetcriticizedvariousmetaphysicaldevelopmentconceptsinthehistoryofchildpsychology,andproposedthatchildren’spsychologicaldevelopmentisThepsychologicaldevelopmentviewthatconstantlyproducesquantitativeandqualitativechangesintheinteractionofinternalandexternalfactors.Heproposedthefourelementsofchildren'spsychologicaldevelopmentandsummedupthestagetheoryofpsychologicaldevelopmentforthefirsttime.Atthesametime,hedividedthefourmajorstagesofpsychologicaldevelopment,revealingthegenerallawsofperceptualmovement,pre-operation,specificoperationandformaloperation.Therefore,Piagethasgreatlyenrichedanddeepenedthestudyofchildpsychology,andhasbecomeanimportantmilestoneinthehistoryofdevelopmentalpsychology.
Guidedthedevelopmentdirectionofepistemology
Piageusedintrospectionabstractionandself-regulationtoclarifytheinnerbasisoftheunlimiteddevelopmentofcognition,whichisausefulexplorationofthemicro-operationmechanismofcognition.Itbreaksthroughthedefectofmodernepistemologythatonlystudiesthesynchronictransformationofcognitivestructureandcognitivecontent,anddeepensthestaticanalysisofknowledgeoftraditionalepistemologyintodynamicresearch,sothatthesynchronictransformationofcognitivestructure-functioninspecificcognitiveactivitiesisIncorporatedintothediachronicconstructionframeworkofcognitivestructure-functionevolution,soastograspthethree-dimensionalnetworkcharacteristicsofsystemthinkingtoachieveamulti-dimensionalinspectionofthecognitivedevelopmentprocess,sothatthelawofcognitivedevelopmentcanbeexplainedmorecomprehensively.ThesignificanceoftheseresearchresultsItisimportant.ItcanbesaidthatthereisnoresearchoncognitivedevelopmentthatdoesnotusePiaget’sepistemologyasthetheoreticalbasisorreferenceframe.
Characterevaluation
1984"EncyclopediaBritannica’sideaofevaluatingPiaget’squalitativechangesincognitiveactivitieshasbeenwidelyrecognized,andmanyrecentcross-culturalstudieshaveprovidedsupportfortheuniversalapplicabilityofPiaget’sfindings.Overtime,PiagetThevalidityofJie’sepistemologywillsurelybefurtherexaminedtopromoteitsin-depthdevelopment.CheWenbobelievesthatPiaget’sepistemologyshouldnotonlybeaffirmedasaninnovativepsychologicaltheory,’butalsoshouldbefullyevaluated.Epistemologyhasaprofoundimpactonphilosophy,science,cultureandmanyotherfields.
YeHaoshengbelievesthatwhenPiagetcreatedhisdoctrine,behaviorismandpsychoanalysisweredominatingthepsychologyworld.Piagetwasnotforthis.Influencedbytwomainstreamtendencies,theapplicationofknowledgefrommultipledisciplinesexplorestheoriginandchangesofchildren’scognitiveabilities,studiesthepsychologicaloriginsofknowledgeandthefunctionsandcharacteristicsofcognitivestructures.Thedoctrineshecreatedpromotedtheriseofcognitiveresearch.Theestablishmentofcognitivedevelopmentalpsychologyhaslaidthefoundation.
TheformerSovietUnionpsychologistVygotskybelievesthatPiaget’sworkhasmadeagreatcontributiontothedevelopmentofpsychologicalscience.Piaget’sThetheoryisabigstepforwardthanthetraditionalchildpsychology,becausehehascarriedoutnewresearchonbureau-levelbehaviors.However,Piagetputasidethehistoricaldevelopmentofchildrentotalkaboutthepsychologicaldevelopmentofchildren,andthepsychologicaldevelopmentofchildrenSimplifiedasaprocessdrivenbyinternalforcesandgovernedbyinternallogic.